If you were absent on Monday:

See below for details of what we did. See the 7b life science website for handouts, videos, vocabulary flashcards, etc:

www.7blifescience.weebly.com
MONDAY:

Plant & Animal Cells

Date: 10.5.15

Name:

Ms. Wittenburg

Grade/Subject: 7th Grade Life Science

Objectives:
Students will observe and document the structure of plant and animal cells under the
microscope. Then, students will compare the structures of plant and animal cells.

Methods of differentiation:

Do Now:
Paste your plant & animal cell drawings in your SNB, pages 2a and 3a. Then, read
through the guidelines for scientific drawings.

Grouping Strategies:

Lesson Details:

Vocabulary:

1.
2.
3.
4.

Do Now
Students will obtain slides of plant and animal cells.
Students will create scientific drawings of both plant and animal cells.
Students will determine which structures are similar between the two types of
cells and which structures are unique to each type of cell. (Analyze)
5. Students will attach scientific drawings to SNB pages 2a and 3a.

Preferential seating for students who have trouble seeing

the board or require more regular attention and/or
redirecting. Students will be paired heterogeneously to
aid in student growth. Some students will receive leveled
worksheets to match their progress on topic. Other
students will have the opportunity to extend their
knowledge with extension activities.

Scientific drawing
Parallel

Extension Activity: Students can determine the size of their cell.

Exit Ticket / Criteria for Success:
Students will have two scientific drawings, a plant cell and an animal cell.

Modalities:

If you were absent on Tuesday:

See below for details of what we did. See the 7b life science website for handouts, videos, vocabulary flashcards, etc:

www.7blifescience.weebly.com
Tuesday: Cell Transport
Date: 10.6.15

Name:

Ms. Wittenburg

Grade/Subject: 7th Grade Life Science

Objectives:
Students will learn about how cells transport materials into and out of the plasma
membrane. By the end of class, students will have defined the two forms of cell
transport: Passive and Active.

Methods of differentiation:

Do Now:
Please trade scientific drawings with your partner and evaluate each others drawings
using the guidelines for scientific drawings. Circle the number of any guideline that
needs to be fixed.

Grouping Strategies:

Lesson Details:

Vocabulary:

1. Do Now
2. Students will read chapter 2, lesson 3, Cell Transport from their Life Science
Book.
3. Teacher will discuss an important type of passive transport- diffusion (& osmosisthe diffusion of water)
4. Students will take notes on Cell Transport, and draw a picture that illustrates the
concept. Understand

Preferential seating for students who have trouble seeing

the board or require more regular attention and/or
redirecting. Students will be paired heterogeneously to
aid in student growth. Some students will receive leveled
worksheets to match their progress on topic. Other
students will have the opportunity to extend their
knowledge with extension activities.

Passive
Active
Diffusion
Osmosis

Extension Activity:
Exit Ticket / Criteria for Success:
Students will have notes and illustration on Cell transport.

Modalities:

If you were absent on Wednesday:

See below for details of what we did. See the 7b life science website for handouts, videos, vocabulary flashcards, etc:

www.7blifescience.weebly.com
Wednesday:

Cell Transport (cont.)

Date: 10.7.15

Name:

Ms. Wittenburg

Grade/Subject: 7th Grade Life Science

Objectives:
Students will hypothesize what will happen when we place a de-shelled egg in water
and in corn syrup.
Students will begin learning about two important cellular processes, respiration and
photosynthesis.

Methods of differentiation:

Do Now:
Students will complete a crossword puzzle on cell transport vocabulary terms.

Grouping Strategies:

Lesson Details:

Vocabulary:

1. As a class we will discuss our osmosis experiment.

2. Students will write a hypothesis about the de-shelled egg in water and in corn
syrup. (Analyze)
3. Students will complete a worksheet on different forms of cellular transport.
(Remember)

Preferential seating for students who have trouble seeing

the board or require more regular attention and/or
redirecting. Students will be paired heterogeneously to
aid in student growth. Some students will receive leveled
worksheets to match their progress on topic. Other
students will have the opportunity to extend their
knowledge with extension activities.

Respiration
Photosynthesis
product

Extension Activity: Students can complete a challenge question about how surface
area affects the rate of diffusion.
Exit Ticket / Criteria for Success:
Students will have a hypothesis for our experiment, along with answers to our cellular
transport worksheet.

Modalities:

If you were absent on Thursday:

See below for details of what we did. See the 7b life science website for handouts, videos, vocabulary flashcards, etc:

www.7blifescience.weebly.com
Thursday:

Diffusion and Osmosis Inquiry Results

Date: 10.8.15

Name:

Ms. Wittenburg

Grade/Subject: 7th Grade Life Science

Objectives:

Methods of differentiation:

Students will evaluate the results of our egg experiment. Then, students will learn about
two cellular processes, respiration and photosynthesis. By the end of class, students
will have notes on cellular respiration and photosynthesis, along with illustrations of
each.

Preferential seating for students who have trouble seeing

the board or require more regular attention and/or
redirecting. Students will be paired heterogeneously to
aid in student growth. Some students will receive leveled
worksheets to match their progress on topic. Other
students will have the opportunity to extend their
knowledge with extension activities.

Do Now:
What is the product of respiration? What is the product of photosynthesis?

Grouping Strategies:

Lesson Details:

Vocabulary:

1. Do Now
2. Students will evaluate the results of their diffusion/osmosis experiment on the
de-shelled egg. (evaluate)
3. Students will calculate the % increase or decrease in mass of the egg that was
submerged in corn syrup or water.
4. Students will write a conclusion about the diffusion/osmosis experiment.
(evaluate)
5. Students will do a brief study on the product of respiration.
Extension Activity:
Exit Ticket / Criteria for Success:
Students will have data and conclusion regarding their diffusion/osmosis experiment.

Modalities:

If you were absent on Friday:

See below for details of what we did. See the 7b life science website for handouts, videos, vocabulary flashcards, etc:

www.7blifescience.weebly.com
Friday:

Cellular

Date: 10.9.15

Name:

Ms. Wittenburg

Grade/Subject: 7th Grade Life Science

Objectives:
Students will explore the effects of cellular respiration and photosynthesis using the
plant elodea. Students will calculate the rate at which elodea produces oxygen. By the
end of class, students will have a table of results: bubbles produced per minute.

Methods of differentiation:

Do Now:
Students will complete a crossword using the vocabulary from cellular respiration.

Grouping Strategies:

Lesson Details:

Vocabulary:

Preferential seating for students who have trouble seeing

the board or require more regular attention and/or
redirecting. Students will be paired heterogeneously to
aid in student growth. Some students will receive leveled
worksheets to match their progress on topic. Other
students will have the opportunity to extend their
knowledge with extension activities.

1. Do Now
2. Teacher will demonstrate how to set up Elodea plant, and how to take bubble
readings.
3. Students will complete a data table to prepare for experiment.
4. Students will complete a time trial with Elodea. (Create)

Extension Activity:
Exit Ticket / Criteria for Success:

Modalities:

Students will have a data table with results from Elodea experiment.

This week at a glance:

SNB page

Points

Monday
8//15

Tuesday
8//15

Wednesday
8//15

Thursday
8//15

Friday
8//15